And just as a reminder of what this is

for some of you all who might be new is

as the school closures have kind of rolled out around

not just the country but the world,

we realized that there is a lot of

demand for folks to also feel a little bit

more connected to each other.

And there's just a lot of information going around

around the school closures,

there's a lot of materials that we're putting out,

and it would be nice to have a place

where we can all connect, at least once a day,

to make sure that we can answer each other's questions,

and get some of those announcements out.

And so we're calling this something

of a national or a global homeroom.

And the whole point is to ask your questions.

I have fellow team members who are looking

at the questions you're asking on Facebook

and in YouTube and on Twitter, and we will get to them.

We're also going to be bringing in some guests.

Now, one thing I do like to remind folks

is Khan Academy is a not-for-profit.

We are funded by philanthropic donations.

It costs a lot more money than you might think

to create a platform that can serve

hundreds of millions of people.

Khan Academy is much more than me.

We're over 200 full-time employees,

thousands of volunteers.

Just our server costs are many, many millions of dollars

and it looks like our traffic,

because of school closures is two X

and approaching three X of what it normally would be.

So we definitely need your help.

I want to do a quick thank you

to some corporate partners who have stepped up

very quickly to help us fund some of that gap,

although we need more help

from donations of all sizes.

But special thanks to Bank of America,

AT&T, google.org, and Novartis,

who have been some of the first to step up.

But we need more help from you and from others.

Now, the focus of today's livestream

is actually how do we help teachers and parents

get set up so that they could help their students.

We've been talking about that

pretty much in every livestream so far.

I've talked about these webinars that we've run

in the previous few weeks.

We've talked about some of the resources we've put out

like the daily schedule.

All of this is available

if you just go to khanacademy.org.

You'll see on our homepage.

You'll also see a little a banner,

regardless of where you are at khanacademy.org,

that will point to some of these resources.

Teeter professional learning at Khan Academy, Meaghan.

And so Meaghan will join us.

This will be a great chance,

and everyone can ask questions,

students can ask questions, parents and teachers,

but especially we're gonna start

for some of the questions from parents

and teachers on how do you get set up,

how do you look at student dashboards,

what are best practices, things like that.

And as I wait for Meaghan to get on,

I will give a few more announcements.

Above and beyond this livestream at Khan Academy,

we're trying to see what other supports can we give you.

So yesterday was the first time that we ran

a virtual classroom for algebra students.

These are students in Algebra I or Algebra II,

and this was at 10 a.m. Pacific.

We did it yesterday, and we were able

to cover some examples, answer questions

about systems of equations.

Tomorrow we're going to be doing again,

you can see an example of what it looks like.

We actually, it really did feel like a classroom,

and I think there was about a thousand students.

So we're all experimenting with new things,

and I was able to answer a lot of the student's questions.

Tomorrow we're gonna do it again.

We got a lotta positive feedback from it.

So on Thursday, at once again 10:00 a.m. Pacific,

and tomorrow's topic is actually going

to be factoring and graphing quadratics.

It's not just me giving a lecture.

We're gonna give you a problem to work on,

for students to work on, they're gonna be able

to fill out surveys on what they think the answer is,

they're gonna be able to vote on questions

for me to answer, so we're gonna try to make it feel

as much like a live, interactive classroom as possible.

With that, I'd love to bring on Meaghan,

and we can start answering some questions.

Meaghan, are you there?

(laughs) Oh hey, Meaghan.

- Hi Sal, and hi everyone.

How are you?

- Good, good, good.

And maybe a good place to start,

I just talked about the Algebra I

and Algebra II virtual classrooms,

but we're also leading webinars for teachers and parents.

If you could tell us a little bit about those?

- Absolutely, Sal.

We know that this is a pretty chaotic time

for everyone, students, parents, teachers,

and we are trying to offer opportunities

for parents and teachers, as well as students,

to ask their questions and find a space

where they can share some of the things

that are going through their heads right now

and how we might be able to best support them

through this transition.

And so over the past couple weeks,

we've had a couple of webinars around getting started

on Khan Academy as both a parent and a teacher,

and then we ran one last Friday on tips

for effective remote teaching and learning.

The recordings for all of those are available

on the site, along with some supporting resources.

Coming up in the next couple of days,

this afternoon, we have office hours, again,

for teachers to get their questions answered

by some of our ambassadors, our really exceptional,

you know,

and then we have another webinar tomorrow

from one of our ambassadors talking about

some of the best ways for teachers

to get effective results using Khan Academy.

And keep an eye out.

We'll be looking to add another parent webinar next week

to help parents get started with both Khan Academy

and Khan Academy Kids.

- Awesome. Thanks, Meaghan.

And maybe just a starting question

that we've gotten many versions

of what I'm about to ask you.

But a lot of teachers and parents

are just feeling a little overwhelmed.

Schools closed with not a lotta notice,

not a lotta planning, this is a new frontier

for all of us.

For speaking to a teacher, and to some degree a parent now

who is feeling overwhelmed,

how should they even think about remote learning,

and what steps might they wanna take?

- I think that's a really key point, Sal,

is that a lot of people are feeling overwhelmed,

and there wasn't a lotta time for preparation.

And teachers, in particulars, are preparers.

As a classroom teacher for nine years,

I couldn't imagine the shock of transitioning

from being in a classroom brick and mortar space

with my students to jumping fully remote so quickly.

I think one thing that I've heard from a lot of teachers

and a lot of parents is take a deep breath.

It's not the expectation that you are going

to cover everything you would cover

in your classroom right now.

It's really important to cut yourself

and your students some slack,

and just know that the fact

that you are taking the endeavor

of getting them actively learning

and focusing on some key concepts is really great,

and that you're taking time to embrace

kind of the emotional impact for both you

as a parent or a teacher and your students

and building in some time into your time with students

to be able to reflect with them,

and you know, take some time as you shared

in some of the schedules,

take some time to reflect on what's going on right now,

and incorporate that into the learning experience.

I'd say the other piece that I would really, really

focus on is communication.

I fear sometimes that working remotely

with students and teachers gives the illusion

that there's less to need to communicate.

But in fact, we really need more communication right now

and taking the time to either connect live

with students or send a message to students,

you know, finding opportunities

to create that human connection even if you're not

in the same physical space is so important right now.

- I'm getting a question here from Debbie Charlton

who's actually one of the Khan Academy

teacher ambassadors, and Debbie's asking--

- Yeah!

- You know Debbie, "How can you assign content

"to specific students based on what they have not worked

"on yet but others may have?"

So we have this situation where, I guess always

kids might be at different levels,

might be working at different things,

and to some degree we support that,

but how does a teacher maybe assign that,

or should they assign that?

How do you think about that?

- Yeah, I think it's a good question

that we think about not just in this time

but especially now where you have the additional challenge

of not being able to see that student.

I think what is really great about Khan Academy

is the ability to assign these broad mastery goals.

When we think about what are the students trying

to accomplish for the year.

Are they trying to, you know, work on Algebra I?

Are they trying to complete third grade math

or maybe high school biology?

Our mastery extends beyond math.

And so I think starting with that mastery goal,

which allows students to work at their own time

and pace, and helps them identify areas of opportunity.

And we have some resources right on the site,

right from that banner when you get to Khan Academy,

that will connect you and how to set up a mastery goal.

So any teacher could leverage that

as a really good starting point,

and then once you're able to see students progress,

and we see maybe after three to five sessions

on working towards that master goal,

the teacher reporting will allow teachers

to identify growth opportunities,

so skills that students might need additional support with,

and from there, there's an assign button,

and teachers can import the individual students,

small groups of students, or the entire class

with aligned exercise to identify

and support learning in that gap area.

So the short version is assign a mastery goal,

and use the data to make supporting assignments.

And we have, again, we have some resources right

on our website that walk teachers through this,

and some specifically to support

in that remote learning situation.

- And we have another kind of related question,

also from Debbie, which is a question I think many teachers

are asking which is how does it work with Google Classroom?

We just talked about assignments